The Government of the Republic of Zambia, through the Ministry of Education (MOEDU), is committed to enhancing equitable access to quality education as part of various educational initiatives. In line with this mission, we are excited to announce the implementation of the Enhancing Inclusive Quality Learning (EIQuaL) Project, supported by a $14 Million Education Systems and Capacity Grant from the Global Partnership for Education. This project aims to reduce Learning Poverty Levels across the country.

PROJECT GOALS

• a) Ensure learners achieve learning outcome targets by age 10, with equitable results for boys and girls;
• b) Equip teachers with pedagogical content knowledge, aligned teaching materials, and gender-responsive practices to enhance literacy and numeracy outcomes;
• c) Utilize data-informed strategies for targeted and timely support, improving service delivery and learning outcomes; and
• d) Reduce gender inequality in educational access, participation, completion, and outcomes for marginalized boys and girls.

PROJECT DURATION

The Enhancing Inclusive Quality Learning (EIQuaL) project is set for a duration of three years, renewable upon satisfactory performance.

GRANT MANAGEMENT

Save the Children will serve as the Grant Agent, responsible for ensuring compliance, fiduciary oversight, and providing technical support for effective project delivery.

Reporting Relationship

The Learning Environment and Material Technical Lead will report to the Deputy Project Coordinator – Technical.

Scope and Duties

• a) Lead the technical and implementation elements of the project approaches relating to improved teaching and learning environment, ensuring availability of TLMs both in schools and teacher resource centers;
• b) Ensure TLMs are aligned with national curriculum and enhanced monitoring of teaching and learning processes at school level;
• c) Provide technical guidance and lead implementation on provision of Teaching and Learning Materials (TLMs) in schools and teacher resource centres including TLMs for LSEND;
• d) Harmonization of Assessment tools and training of ECE and Lower primary teachers in the utilization of assessment tools;
• e) Provide support to track learner performance and absenteeism’s working with the district and school management;
• f) Ensure school libraries and District libraries are stocked with supplementary reading materials which are age-appropriate and contextually relevant;
• g) Through regular joint monitoring and support visits to schools and project activities, work with provincial and local Ministry staff to continually monitor the teaching and learning processes;
• h) Be up to date on relevant global and regional education policy and programming with a focus on foundational education, relevant teaching and learning resources and appropriate learner assessment tools including for LSEND;
• i) Contribute to the documentation and learning from the project, ensuring methods are used to capture the feedback from teachers and school management and communities around successes and barriers to foundational learning;
• j) Collaborate effectively with key colleagues in GPE funded programs including those in Foundational learning circles, forge partnerships with key networks amongst others;
• k) Represent EIQual project in relevant education networks with a focus on TLMs and learner assessments for learning outcomes at age ten (10); and
• l) Support Ministry Staff in the implementation of child safeguarding guidelines within the program cycle, including identifying and addressing risks to children that are caused/exacerbated by programme design and intervention.

Required Academic and Professional Qualifications

• a) Grade twelve (12) School Certificate;
• b) Bachelor of Arts Degree in Education or equivalent; and
• c) Master’s degree in Education or equivalent is an added advantage.

Minimum Relevant Pre-Job Experience

Five (5) years of experience in Teacher Learning Material development and tools to track learner absenteeism and performance in Zambia or similar contexts.

Desired Competences

• a) Strong analytical and conceptual skills, and the ability to think and plan strategically;
• b) Well-developed negotiation and communication skills, including experience negotiating and working collaboratively within schools, with school directorates and staff and local partners;
• c) Knowledge and experience of rigorous learning assessment such as ASER, National Assessment, Early Grade Reading Assessments (EGRA) and Early Grade Maths Assessments (EGMA);
• d) Experience with strategies to promote safe and inclusive learning environments, school attendance tracking, and accelerated learning programs a strong asset; and
• e) Experience in Teacher Learning Material development and tools to track learner absenteeism and performance in Zambia or similar contexts.

Desirable Personal Attributes

• a) Excellent interpersonal skills and the demonstrated ability to work in a team setting;
• b) Excellent oral and written communication skills; pro-activeness and creative problem solving;
• c) Ability to travel extensively to program locations within Zambia and other locations as needed; and
• d) Commitment to team working and support for cross-organizational initiatives.

• Lead the technical and implementation elements of the project approaches relating to improved teaching and learning environment, ensuring availability of TLMs both in schools and teacher resource centers;
• Ensure TLMs are aligned with national curriculum and enhanced monitoring of teaching and learning processes at school level;
• Provide technical guidance and lead implementation on provision of Teaching and Learning Materials (TLMs) in schools and teacher resource centres including TLMs for LSEND;
• Harmonization of Assessment tools and training of ECE and Lower primary teachers in the utilization of assessment tools;
• Provide support to track learner performance and absenteeism’s working with the district and school management;
• Ensure school libraries and District libraries are stocked with supplementary reading materials which are age-appropriate and contextually relevant;
• Through regular joint monitoring and support visits to schools and project activities, work with provincial and local Ministry staff to continually monitor the teaching and learning processes;
• Be up to date on relevant global and regional education policy and programming with a focus on foundational education, relevant teaching and learning resources and appropriate learner assessment tools including for LSEND;
• Contribute to the documentation and learning from the project, ensuring methods are used to capture the feedback from teachers and school management and communities around successes and barriers to foundational learning;
• Collaborate effectively with key colleagues in GPE funded programs including those in Foundational learning circles, forge partnerships with key networks amongst others;
• Represent EIQual project in relevant education networks with a focus on TLMs and learner assessments for learning outcomes at age ten (10); and
• Support Ministry Staff in the implementation of child safeguarding guidelines within the program cycle, including identifying and addressing risks to children that are caused/exacerbated by programme design and intervention.

• Strong analytical and conceptual skills, and the ability to think and plan strategically;
• Well-developed negotiation and communication skills, including experience negotiating and working collaboratively within schools, with school directorates and staff and local partners;
• Knowledge and experience of rigorous learning assessment such as ASER, National Assessment, Early Grade Reading Assessments (EGRA) and Early Grade Maths Assessments (EGMA);
• Experience with strategies to promote safe and inclusive learning environments, school attendance tracking, and accelerated learning programs a strong asset;
• Experience in Teacher Learning Material development and tools to track learner absenteeism and performance in Zambia or similar contexts.
• Excellent interpersonal skills and the demonstrated ability to work in a team setting;
• Excellent oral and written communication skills; pro-activeness and creative problem solving;
• Ability to travel extensively to program locations within Zambia and other locations as needed; and
• Commitment to team working and support for cross-organizational initiatives.

• Grade twelve (12) School Certificate;
• Bachelor of Arts Degree in Education or equivalent; and
• Master’s degree in Education or equivalent is an added advantage.